Bloom @ Tuebrook

Bloom @ Tuebrook

Unique reference number (URN): 2845117 Address: 2 Oak Leigh, Liverpool, L13 7EW Type: Childcare on non-domestic premises Registered with Ofsted: 16/07/2025 Registers: EYR, CCR, VCR Registered person: Johnson, Mark

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

Leaders establish high expectations for behaviour. They establish strong supportive relationships with parents and provide swift support for any issues as they arise. Children display positive attitudes towards their learning. They are consistently encouraged to try things for themselves, with staff providing supportive guidance when needed. For instance, staff suggest that children use tissue paper to wrap flowers. This creates 'bouquets' to sell in the role play shop. This approach helps children to persist when challenges occur and extends learning further. Regular attendance is encouraged, and leaders are flexible in their approach so children can access learning and development opportunities.

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Behaviour, attitudes and establishing routines Strong standard

Routines are consistently embedded across the setting. For example, children automatically wash their hands on entry from the outdoors without prompting. They understand nursery boundaries and rules. Children confidently remind adults where toys belong at tidy-up time. Visual timetables help children understand what happens next during transition times. This ensures they remain settled, secure and confident.

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Behaviour, attitudes and establishing routines Strong standard

Children are kind and play together, building on shared play ideas. On occasions when minor incidents arise, staff respond with calm, positive redirection. Children listen to the gentle reminders about sharing and kindness and settle back into play quickly. Mealtimes are calm, relaxed and highly sociable. Children independently choose their own seats and place mats. They consistently use manners, such as saying 'thank you'. Staff sit at children's eye level, encouraging conversations and supporting with eating when needed.

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Children's welfare and wellbeing Strong standard

Leaders put children's welfare and wellbeing at the centre of what they do. Staff follow advice from parents and carers on weaning, sleep patterns and care plans from the outset. This care meets children's individual needs consistently. Safe sleep practices are robust. Staff remain present to monitor children while they rest. Children are encouraged to learn to keep themselves safe through discussions about the fire pit. They know where they must sit to ensure they stay safe when it is lit.

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Children's welfare and wellbeing Strong standard

Leaders have established practices to ensure all children, including those with special educational needs and/or disabilities, receive sensitive, consistent care that enables them to participate fully in all aspects of the provision. Children who require a sleep are provided with individual bedding and a designated sleep space. Staff ensure that children's privacy is respected during nappy changing. Children eat in small groups with a member of staff closely supervising. This ensures individual dietary needs are met and safer eating practices are embedded. Children participate in toothbrushing routines and learn about the impact of sugary food on their teeth.

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Children's welfare and wellbeing Strong standard

Staff help children to name and recognise feelings, labelling emotions directly during daily interactions. For example, when children appear sleepy, staff say, 'You're tired.' Leaders have introduced a lending library scheme to encourage bedtime reading as a positive

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Expected standard

alternative to screen time. Information about online safety is provided to parents and carers via a nursery newsletter.

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Leadership and governance Strong standard

Leaders have a clear vision for the nursery. They understand the local community, the children and their families. Leaders accurately identify the setting's strengths and priorities for development. Leaders are reflective in their practice, regularly monitoring the quality of teaching and learning to ensure that all staff understand and fulfil their roles and responsibilities effectively. However, leaders identify there are some inconsistencies in the implementation of the curriculum. Due to rapid growth of the nursery and an influx of new staff, at present, not all staff have fully benefited from the specific coaching and professional development that leaders offer. Leaders have targeted plans to address this.

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Leadership and governance Strong standard

Overall, leaders are committed to ensuring that every child is fully included in the nursery. They have established effective partnerships with external agencies, such as public health nurses and Family Hub workers. This helps get children rapid support when needed. Parents speak positively of the nursery, particularly valuing the welcoming ethos. Families who need extra help and support receive this. Leaders swiftly refer families to specialist services, for example, for support with behaviour. This helps children to thrive as families are supported.

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Leadership and governance Strong standard

Leaders ensure staff always promote children's wellbeing. This is a particular strength of the nursery. Leaders recognise the importance of allowing children to develop confidence by encouraging them to have a go, while ensuring that trusted adults are readily available to provide support when needed. Staff morale is high, and leaders at all levels take effective steps to ensure workloads remain manageable.

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Achievement Expected standard

Overall, children make progress across all areas of learning. Younger children learn to use single words to describe actions, such as 'pour' during water play. Older children build on this by using complex sentences to explain stories, formulating questions about their friend's comments.

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Achievement Expected standard

Physical development is carefully planned to build over time. Babies climb into the ball pool and low-level equipment to strengthen core muscles, while older children successfully balance on a beam and confidently climb up and over a high-level frame. Children who previously could not climb confidently now demonstrate how they climb up and lower themselves safely and independently, reflecting significant progress in their coordination and strength.

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Achievement Expected standard

Children, including those with special educational needs and/or disabilities, those who face barriers to their learning and those known or previously known to children's social care, make steady progress from their starting points. Children who are developing their speech successfully learn to communicate choices by pointing at visuals and using purposeful gestures. Staff offer children support, ensuring a good foundation for their next stages of education.

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Curriculum and teaching Expected standard

Leaders ensure that children experience a broad and balanced curriculum that staff generally deliver well. Leaders and staff engage in meaningful conversations with children at an appropriate level. Staff mostly promote children's communication skills well. They talk to children about their play and ask thoughtful questions. However, they do not always give children time to respond to their questions or allow children time to process a question before they ask another question. This does not fully extend children's communication development.

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Curriculum and teaching Expected standard

In the baby room, younger children independently explore water and construction activities. This helps to strengthen their gross and fine motor skills. Staff consistently reinforce key vocabulary by repeating words, which captures children's interest and supports their language development. For example, children repeatedly hear words such as the names of shapes and colours as they sort shapes during play. This helps children learn in a meaningful way.

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Curriculum and teaching Expected standard

Leaders mostly ensure that staff make appropriate adaptations so that every child, including those with special educational needs and/or disabilities or other barriers to learning, can access the curriculum and achieve well. However, the curriculum to help children learn about differences between themselves and others requires a sharper focus. Consequently, children do not develop a clear understanding of what makes them unique. This does not fully prepare children for the wider world, including starting school.

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Inclusion Expected standard

Leaders invest time in getting to know the children and their families. They understand the importance of communication with parents, carers and children's teachers to ensure a collaborative approach to support children. Leaders promote a culture of inclusion. They ensure the environment meets all children's needs and that all children are able to fully participate and feel valued. Leaders ensure that during the registration process, they work closely with parents and carers to gain information about their children's unique needs and abilities. However, information about children's cultural backgrounds is not routinely used to ensure every child is fully supported to form a true sense of belonging.

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Inclusion Expected standard

Staff use the knowledge gained from training to support children's learning. For instance, they use images and signs to promote children's emerging communication needs. However, staff do not always consider how the languages children speak at home can be used in play. Leaders know how to use and monitor the impact of any additional funding to support children to thrive. Leaders take the time to understand each family's unique needs and support them well throughout their time at nursery and after they leave. Leaders work consistently well with other professionals, seeking support to aid children's progress. The interventions that staff provide while waiting for external support are targeted and individual. For instance, strategies to promote children's understanding of how to regulate their own emotions are specific to children's individual needs. Interventions have the sharp focus needed to further enhance the development of children with barriers to their learning.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children start their day calmly at this warm and welcoming nursery. They settle quickly and say goodbye to their parents and carers with ease and confidence. Staff establish secure relationships with the children they care for, helping children to feel safe. Leaders actively

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About this setting

promote the importance of good attendance. Parents are supported with a flexible approach so all children can access their full entitlement.

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About this setting

Children of all ages enthusiastically engage in the wide range of stimulating activities available. They love the challenge when using large climbing equipment and digging in the sand tray, helping to strengthen muscles while developing coordination and control. Staff also provide opportunities for children to refine their hand–eye coordination and strengthen the muscles in their hands through activities such as scooping, pouring and manipulating resources. Older children enjoy imaginative play. Staff support children to develop their knowledge of number and size as they recreate a florist stall in the garden. During these activities, children display high levels of focus and engagement. Children make labels for prices and create beautiful bouquets wrapped in tissue paper. These experiences help to develop the fine motor skills needed for early writing. Children happily chat with their friends and familiar adults, demonstrating confidence in their communication.

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About this setting

Children demonstrate positive attitudes, supported by staff who model high expectations and respectful behaviour at every opportunity. Older children are encouraged to take on small roles of responsibility, such as setting the table or giving out resources. These roles empower children to act as positive role models and contribute to the forming of respectful attitudes. Children take great pride and enjoy these responsibilities.

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Next steps

Leaders should further strengthen the curriculum to help children learn about what makes them unique and celebrate differences so all children feel a sense of belonging. Leaders should further support all staff to consistently implement the planned curriculum and ensure this meets all children's learning and development needs.

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About this inspection

The inspector spoke with leaders, staff, parents and children during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. Unique reference number (URN): 2845117

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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